Taken from: WILLIAMS, S. M., MEHLINGER, H. D., POWERS, S. M., & BALDWIN, R. G. (2002). Technology in Education. In J. W. Guthrie (Ed.), Encyclopedia of Education (2nd ed., Vol. 7, pp. 2509-2526). New York: Macmillan Reference USA. Retrieved from http://0-ic.galegroup.com.library.hct.ac.ae/ic/ovic/ReferenceDetailsPage/ReferenceDetailsWindow?displayGroupName=Reference&disableHighlighting=true&prodId=&action=2&catId=&documentId=GALE%7CCX3403200620&userGroupName=971hctnet&jsid=3027b39c52af64c22fa95ce9b0ec9afe Ethical issues
Ethical issues often relate to whether schools are providing students with equal access to technology. Gender-equity issues arise when girls are treated differently than boys in terms of the use of, and encouragement to use, technology. Girls tend to enroll in fewer computer classes, spend fewer hours on the computer either at home or at school, and are less likely to choose majors in computer-related fields than do boys. For example, in 2000 only 15 percent of the students who took the Advanced Placement Computer Science exam were girls. There are a number of factors that contribute to this gender difference, including the limited number of female role models in computer-related fields, adults who especially encourage boys to use the computer and computer games, and software that tends to targets boys' interests more than that of girls.
The digital divide is the division that exists between the information rich and the information poor. Advanced technologies, and the Internet in particular, provide easy access to vast amounts of information. Digital inequities can exist along racial, economic, academic achievement (low-achieving versus high-achieving classes), and geographic (rural, urban, and suburban) lines. A student in a rural school that lacks fast Internet connections does not have the same access to information as a student near a major city.
The digital divide also extends beyond the school. More economically advantaged children usually have access to information sources through Internet connections and microcomputers at home. Those who are more disadvantaged must rely upon limited school and public library resources. Minority students may be discouraged from accessing online content because of an absence of exposure to computers in general or because of a lack of racially and ethnically diverse information on the Internet. Finally, computers are often used as a reward for high achieving students, leaving out those students with poorer academic records, while some students are simply not encouraged to use technology to fuel their interest in academics.
WILLIAMS, S. M., MEHLINGER, H. D., POWERS, S. M., & BALDWIN, R. G. (2002). Technology in Education. In J. W. Guthrie (Ed.), Encyclopedia of Education (2nd ed., Vol. 7, pp. 2509-2526). New York: Macmillan Reference USA. Retrieved from http://0-ic.galegroup.com.library.hct.ac.ae/ic/ovic/ReferenceDetailsPage/ReferenceDetailsWindow?displayGroupName=Reference&disableHighlighting=true&prodId=&action=2&catId=&documentId=GALE%7CCX3403200620&userGroupName=971hctnet&jsid=3027b39c52af64c22fa95ce9b0ec9afe
Ethical issues
Ethical issues often relate to whether schools are providing students with equal access to technology. Gender-equity issues arise when girls are treated differently than boys in terms of the use of, and encouragement to use, technology. Girls tend to enroll in fewer computer classes, spend fewer hours on the computer either at home or at school, and are less likely to choose majors in computer-related fields than do boys. For example, in 2000 only 15 percent of the students who took the Advanced Placement Computer Science exam were girls. There are a number of factors that contribute to this gender difference, including the limited number of female role models in computer-related fields, adults who especially encourage boys to use the computer and computer games, and software that tends to targets boys' interests more than that of girls.
The digital divide is the division that exists between the information rich and the information poor. Advanced technologies, and the Internet in particular, provide easy access to vast amounts of information. Digital inequities can exist along racial, economic, academic achievement (low-achieving versus high-achieving classes), and geographic (rural, urban, and suburban) lines. A student in a rural school that lacks fast Internet connections does not have the same access to information as a student near a major city.
The digital divide also extends beyond the school. More economically advantaged children usually have access to information sources through Internet connections and microcomputers at home. Those who are more disadvantaged must rely upon limited school and public library resources. Minority students may be discouraged from accessing online content because of an absence of exposure to computers in general or because of a lack of racially and ethnically diverse information on the Internet. Finally, computers are often used as a reward for high achieving students, leaving out those students with poorer academic records, while some students are simply not encouraged to use technology to fuel their interest in academics.